DOCSLIB.ORG

Productive Thinking of Gifted Children in Classroom Interaction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Productive Thinking of Gifted Children in Classroom Interaction DOCUMENT RESUME ED 026 758 EC 002 206 By-Gallagher, James J.; And Others Productive Thinking of Gifted Children in Classroom Interaction. CEC Research MonographSeries B, Number B-5. Council for Exceptional Children, Washington, D.C. Spons Agency-Elizabeth McCormick Foundation, Chicago, Ill.; Office of Education (DHEW), Washington,D.C. Pub Date 67 Note-113p. Available from-The Council for Exceptional Chiidren, NEA, 1201 16th Street, N.W., Washington,D.C. 20036 ($2.00). EDRS Price MF-$0.50 HC Not Available from EDRS. Descriptors-Academic Achievement, *Attitudes, Cognitive Measurement, *Cognitive Processes,Convergent Thinking, Divergent Thinking, Evaluative Thinking, *Exceptional Child Research, FamilyRelationship, *Gifted, HighAchievers,*Interaction,JuniorHighSchoolStudents,ParticipantCharacteristics,Questioning Techniques, Questionnaires, Sex Differences, Student Attitudes, Teacher Attitudes, Tests Identifiers-Guilford, Theoretical Model for Complete Structure of Intel A research project attempted to identify and classify productivethought processes of gifted junior highschool students and their teachers. Subjects were 176 gifted high achieving students of both sexes with a verbal 10 rangeof 127.21 to 136.35, a nonverbal 10 range of 122.88 to 134.59, and a chronological age rangeof 12.50 to 14.63 years. The students were given tests to determine attitudesand divergentthinkingabilitiesand were evaluated forsocialqualities and class contributions by their teachers. Parents were asked tocompleie questionnaires independently to determine family relationships. Three judges, working as a team, tape recorded five consecutive sessions of classes in social studies, science, andEnglish conducted by different teachers inthefall and again the following spring; all comments were classified accordingto levels of thinking definedinGuilford's structure of theintellect.The types of questions asked by teachers strongly influenced the quality of pupil response. More than 507 of questions asked in a class session were cognitive memory questions.The second most frequent category was convergent thinking, with a much smaller proportionof divergent and evaluative thinking questions. (BB) , , Prodifutcetd civehiiThdirnekning -II , 073 c 0.CEC in Classroom mi Interaction <m ii 2 The Council for by James J. Gallagher Exceptional Mary Jane Aschner Research i0 Jenne Monograph O Children, NEA and William m O co V 1-r O N. 2 .g) mz 1 c) _ CD W PROCESS WITH MICROFICHEAND PUBLISHER'S PRICES. MICRO- FICHE REPRODUCTION ONLY. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE PROCESS WITH MICROFICHE OFFICE OF EDUCATION AND PUBLISHER'S PRICES. MICRO- FICHE REPRODUCTION ONLY. THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. CEC Research Monograph Series B, No. B-5 Productive Thinking of Gifted Children in Classroom Interaction James J. Gallagher Associate Director, Institute for Research on Exceptional Children, University of Illinois Mary Jane Aschner Boston University William Jenné Oregon State University The research reported herein was performed pursuant to a contract with the US Department of Health, Education, and Welfare, Office of Education. During the first year, it received support from a grant from the Elizabeth McCormick Foundation. "1" Research Monographs of TheCouncil for Exceptional Children, aDepart- ment of the NationalEducation Association, are issuedperiodically. Price per single copy: $2; Discount rates:2-9 copies, 10%; 10 or more copies, 20%. Address all inquiries and orders to: TheCouncil for Exceptional Children. NEA, 1201 Sixteenth Street, N.W.,Washington, D.C. 20036. Copyright 1967 by The Council forExceptional Children, NEA Library of Congress Card Catalog No.67-22603 Permission to reproducethis copyrighted workhas been granted to the EducationalResources Information Center (ERIC) and to the organizationoperating under contract with the Office toEducation to reproducedocuments in- cluded in the ERIC systemby means of microficheonly, but this right is notconferred to any users ofthe micro- fiche received from theERIC DocumentReproduction Service.Further reproductionof any part requires per- mission of the copyright owner. Acknowledgments In a project as long and extensive asthis one, it is only natural that the authors have many debts ofgratitude to the large number of per- sons who wereresponsible for its completion. During the course of the project, numerousresearch associates and assistants at the Institute for Research onExceptional Children, Uni- versity of Illinois, served in a multitudeof capacities, such as test scor- ing, judges for the classification system,and aiding in the anal7sis of the data. These were Sibel Afsar,Helen Farr, Joyce Perry, Mary Ann Rainer, Faye Shaffer, Robert Smith, andElizabeth Thomas. Dr. Betty Teska provided needed assistance on thedifficult scoring problems on the sentence completion test inaddition to her other duties. The author would like to expresshis appreciation to those school administrators who accepted the inconveniencesthat this research im- posed on their school programs. Thesewould be Dr. David Jackson, who at that time was principal ofUniversity High School; Dr. W. L. Shoemaker, Director of the Guidance Department atUniversity High School; Dr. William Cherry, Superintendentof Schools in Li bana; and Mr. Wendell Anderson, Principal ofUrbana Junior High School. The cooperation and enthusiastic supportof these administrators were responsible for the warmreception the research people foundin the schools in which the taperecordings were obtained. A large debt is also due to theteachers who graciously allowed us to intrude on their classrooms so that wecould learn something more about teacher pupil interaction.These teachers were Miss Frances Cottrell, Mrs. Viola Gribinovsky, Mr.Keith Hanson, Mr. Thomas Mor- gan, and Mrs. CarolePalmer. In a real sense, this was a mostimportant first step in removing the cloakof mystery over the classroom actions in the hope that the informationgained would be of help to them and to other teachers. The services of the Digital ComputerLaboratory at the University of Illinois made it possible to do someof the more involved statistical analyses, and Mrs. Sondra Phillipsprovided invaluable assistance in preparing the data for analyses. "'t2isqt,:.,1(1 .71CIWF,51,7, ,"173.F"9,V.1"75777&771 T.T.E11771M77,747,?, The author also expresses thanks to numerous fellow members of the staff at the Institute for Research on Exceptional Children at the University of Illinois who graciously listened to many progress reports and gave good counsel and advice along the way. Finally, to those students at University High School and Urbana Junior High School who participated in die tape recordings and in the testing program that were a part of the total project, we wish to give our sincere thanks and appreciation. JJG Contents PAGE CHAPTER Acknowledgments List of Tables and Figures vii 1 1/ Overview of the Study Objectives and Procedure 1 Results 3 Conclusions and Implications 5 2 / Background of Project 7 Research in Classroom Interaction 8 Research in Cognitive Processes 9 3 / Objectives and Methods 13 Subjects 14 Data Collection 15 Classification System 17 Measuring Instruments 28 Analysis of Data 24 4 / Results 37 Proportion of Various Thought Processes Expressed by Teacher and by Students 37 Relationship between Inc lass and Extraclass Factors 53 Relationship between Cognitive Performance of Teacher and Student 60 Consistency of Classroom Expressiveness in Gifted Children over Change of Time, Subject Matter, and Teacher 61 Daily Consistency of Teacher Student Expressiveness within Class Sections 62 Factors Influencing Type of Production in Class 66 Sex as Relevant Variablein Classroom Expressiveness and Other Comparisons 70 Subgroup Differences inCognitive Styles 75 Differences between Expressiveand Nonexpressive 80 Students Family Data 84 5 / Discussion andImplications 86 Cognitive Structure and Process 86 Project Limitations 95 Future Research Plans 96 A Final Word 99 References 100 KY, List of Tables and Figures =MENP. PAGE TABLES 1. Differences between Laboratory Exercisesand Reality in Use of Productive Thinking 10 2. Chronological Age and AbilityLevel of Students by Group and Sex 14 3.Classes Tape Recorded for FiveConsecutive Sessions for Analysis of Productive Thinking 16 ,f 4. Secondary Classification Categories 22 5. Percentage of Agreement by TwoConsensus Teams Classifying One Session of IDEA 3 27 6. The Stability of Fluency as a PersonalCharacteristic 30 7. Interscorer Valence Agreement forSentence Completion Test 33 8. Teacher Rating Scale on Personalityand Attitudinal Characteristics of Students 35 9. Secondary Category Classificationsof Teacher Questions and Statements 46 10. Secondary Category Classificationof Student Statements 50 11. Group A Principal AxisComponent Loadings by Sex (Varimax Rotation) 54 12. Group B Principal Axis ComponentLoadings by Sex (Varimax Rotation) 55 13. Spearman Rank Order Correlationsof Student Performance 60 versus TeacherPerformance 61 14. Consistency of ClassroomExpressiveness in Gifted Students 15.Differences by Chi Square onProportions of Teacher Cognitive Expression within Five Class Sessions 63 16. Differences by Chi Square onProportions of Student Cognitive Expression within Five Class Sessions 65 17. Analyses of Variance of ThoughtProcesses Expressed by Group, Class,
Load more

Recommended publications
  • Convergence in Creativity Development for Mathematical Capacity
    Convergence in Creativity Development for Mathematical Capacity Ai-Girl Tan Nanyang Technological University Singapore Bharath Sriraman University of Montana (Chapter to appear in edited volume: Creativity and giftedness: Interdisciplinary perspectives and beyond; Springer Science and Business, 2016) Abstract In this chapter, we highlight the role of convergence in developing creativity and mathematical capacity. We renew our understanding of creativity from the relations of three creativity mechanisms: Convergence in divergence for emergence, and three principles of experience: Continuity, interaction and complementarity. Convergence in the context of creativity development is an incidence of learning for capacity building and knowledge construction. Examples of convergent processes in learning are: setting a plan, having a structure, and possessing coordinated capacity to complete a task. To elaborate, we refer to theories of development and creativity on how people develop their capacity in convergence (e.g., collaboration), through mathematical learning (e.g., with coherence, congruence), and for creativity (e.g., imagination). We make reference to convergent creativity of an eminent mathematician Srinivasa Ramanujan (1887-1920) for a reflection on developing creativity and building capacity for good life. Keywords: Convergence, mathematics, collaboration, creativity. Introduction Scope of the Chapter This chapter comprises three parts. In the first part we present our assumptions, mechanisms and principles of creativity and creativity development. In the second part we review briefly contemporary views on creativity development and knowledge construction. We reflect on the role of convergent creativity in developing capacity through learning a subject matter. In the third part we draw preliminary conclusions that convergent creativity is essential for knowledge construction and for good life.
    [Show full text]
  • Creativity Through the Eyes Arousal and the Prediction of Creative Task
    CREATIVITY THROUGH THE EYES 1 Creativity through the eyes Arousal and the prediction of creative task performance by Locus Coeruleus-norepinephrine modes. Matthijs Dekker U1262091 / 991987 Master thesis Communication- and Information Sciences Corporate communication and digital media Faculty Humanities Tilburg University Supervisor: dr. K.A. de Rooij Second reader: H.K. Schraffenberger BEng MsC January, 2017 CREATIVITY THROUGH THE EYES 2 Abstract In order to develop creative ideas, which are original as well as effective, several cognitive processes are required involving divergent and convergent thinking. Previous research suggested that creative task performance is influenced the release of noradrenaline, causing arousal, in the Locus Coeruleus-norepinephrine system (LC-NE). This LC-NE system mediates the changes between exploitation and exploratory control states. Previous studies suggested that activity in the LC-NE system is indicated by pupil diameter. Tonic pupil sizes are associated with an exploratory control state, whereas phasic pupil are associated with an exploitative control state. This study measured the pupil diameter of participants while they performed a creative task. Different phases in the experiment are characterized by divergent and convergent thinking. It is examined whether tonic and phasic pupil sizes can predict the creativity of generated ideas during divergent and convergent thinking. It was found that (i) phasic pupil sizes are linear and quadratic predictors of effectiveness during divergent thinking; (ii) tonic pupil sizes are linear predictors of originality during divergent thinking. These findings suggest that creativity can be predicted during divergent thinking in a creative process. CREATIVITY THROUGH THE EYES 3 Creativity through the eyes Creativity among individuals and cultures can lead to happier, fuller and healthier lives (Richards, 2010).
    [Show full text]
  • Openness to Experience and Intellect Differentially Predict Creative
    JournalJournal of of Personality Personality 84:2, ••:••, April •• 2015 2016 VC©2014 2014 Wiley Wiley Periodicals, Periodicals, Inc. Inc. Openness to Experience and Intellect DOI:DOI: 10.1111/jopy.12156 10.1111/jopy.12156 Differentially Predict Creative Achievement in the Arts and Sciences Scott Barry Kaufman,1 Lena C. Quilty,2 Rachael G. Grazioplene,3 Jacob B. Hirsh,4 Jeremy R. Gray,5 Jordan B. Peterson,4 and Colin G. DeYoung3 1The Imagination Institute, Positive Psychology Center, University of Pennsylvania 2Centre for Addiction and Mental Health 3University of Minnesota 4University of Toronto 5Michigan State University Abstract The Big Five personality dimension Openness/Intellect is the trait most closely associated with creativity and creative achievement. Little is known, however, regarding the discriminant validity of its two aspects—Openness to Experience (reflecting cognitive engagement with perception, fantasy, aesthetics, and emotions) and Intellect (reflecting cognitive engage- ment with abstract and semantic information, primarily through reasoning)—in relation to creativity. In four demographically diverse samples totaling 1,035 participants, we investigated the independent predictive validity of Openness and Intellect by assessing the relations among cognitive ability, divergent thinking, personality, and creative achievement across the arts and sciences. We confirmed the hypothesis that whereas Openness predicts creative achievement in the arts, Intellect predicts creative achievement in the sciences. Inclusion of performance measures of general cognitive ability and divergent thinking indicated that the relation of Intellect to scientific creativity may be due at least in part to these abilities. Lastly, we found that Extraversion additionally predicted creative achievement in the arts, independently of Openness. Results are discussed in the context of dual-process theory.
    [Show full text]
  • Religious Control of Visual Attention
    Convergent and divergent operations – 1 Convergent and divergent operations in cognitive search Bernhard Hommel Leiden University, Cognitive Psychology Unit & Leiden Institute for Brain and Cognition, Leiden, The Netherlands Correspondence: Bernhard Hommel Leiden University Department of Psychology Cognitive Psychology Unit 2333 AK Leiden, The Netherlands e-mail: [email protected] Convergent and divergent operations – 2 The phylogenetic development of humans and many other species is characterized by a transition from reactivity to proactivity. In contrast to the dominating experimental paradigm in behavioral and neuroscientific research—where the presentation of experimenter-controlled stimuli are marking the start of theoretical and empirical analysis—humans rarely await environmental triggers to get on their feet but, rather, are driven by internal needs, goals, and passions. Proactive behavior guided by internal anticipations and predictions requires executive functions that operate off-line rather than in real-time. Indeed, planning an action only after having encountered its execution conditions often makes little sense, which is why goalkeepers prepare themselves for jumping, catching, and pushing the ball long before they even see it coming. Planning an action in the absence of the object and situational cues it relates to requires means to represent and stimulate them in advance (i.e., off-line). This calls for cognitive abilities that go beyond what our basic sensorimotor online systems have to offer—that is, the systems that translate stimulus input into motor output more or less in real-time and that we share to some degree with almost all living organisms. In humans and perhaps in other primates, this reliance of planning ahead on longer-term internal representation has propagated the development of a dual-system architecture.
    [Show full text]
  • The Effect of Movement on Convergent and Divergent Thinking
    University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 5-9-2020 The Effect of Movement on Convergent and Divergent Thinking Simmy Vig Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Cognitive Psychology Commons Recommended Citation Vig, Simmy, "The Effect of Movement on Convergent and Divergent Thinking" (2020). Honors Theses. 1359. https://egrove.olemiss.edu/hon_thesis/1359 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. THE EFFECT OF MOVEMENT ON CONVERGENT AND DIVERGENT THINKING by Simmy Vig A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford May 2020 Approved by ___________________________________ Advisor: Dr. Stephanie Miller ___________________________________ Reader: Dr. Matthew Reysen ___________________________________ Reader: Dr. Dwight Waddell THE EFFECT OF MOVEMENT ON CONVERGENT AND DIVERGENT THINKING © 2020 Simmy Vig ALL RIGHTS RESERVED ii THE EFFECT OF MOVEMENT ON CONVERGENT AND DIVERGENT THINKING ACKNOWLEDGEMENTS First, I would like to give my utmost thanks to my thesis advisor, Dr. Stephanie Miller, and to my laboratory advisor, Emily Frith. This research endeavor would not have been possible without their patience, guidance, and unwavering support. I would also like to express my gratitude toward the other research assistants who diligently worked with me in gathering all the data for this project.
    [Show full text]
  • The Roles of Convergent, Divergent Thinking, and Contextual Focus During Scientific Reasoning: Birth of the “Z” Model
    The Roles of Convergent, Divergent Thinking, and Contextual Focus during Scientific Reasoning: Birth of the “Z” Model A DISSERTATION SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY Jean-Baptiste Quillien IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Keisha Varma, Advisor Wilma Koutstaal, Co-Advisor September, 2019 i © Jean-Baptiste Quillien 2019 i Acknowledgements I would like to thank my committee members for their support, feedback and kindness: Dr. Varma Keisha Dr. Koutstaal Wilma Dr. McComas Jennifer Dr. Varma Sashank I would also like to thank my friends for the long conversations and sharing of ideas as well as The fantastic research assistants from the Koutstaal’s lab, for their precious help -- coding and running participants during those past long and stimulating years. Thank you i Dedication J’aimerais dedié cette thése a mon ami et mentor Mr. Milan Kovacovic, sans qui je ne serais pas là. Grace à qui j’ai su explorer. Merci pour le chemin à venir, mon ami. Ne pas dedié cette même thèse a un autre ami, qui a vu naître ma passion pour la psychologie de l’enfant derrière ses yeux de chiot étonné, et qui hier me voyait finir mes études supérieures derrière un regard mature et appaisé: Fridu. Merci pour le chemin passé, mon ami. ii Abstract The aim of this paper is to bridge the process of scientific reasoning with the field of cognitive science, and more specifically, the cognitive mechanisms involved during reasoning. This intent of bridging scientific reasoning with cognitive mechanisms gave birth to a new model: the “Z” model of scientific reasoning.
    [Show full text]
  • A New Approach to Understanding Divergent and Convergent Thinking
    Redefining Creativity: A New Approach to Understanding Divergent and Convergent Thinking and Personality Ellis Heyen, Lucas Jasinski, Natalie Main, Rachel Thomas, Nathan Trice, and Lauryn Zinke Department of Psychology, Illinois State University Introduction Procedure Predicted Results Creativity has been of interest to researchers for over a Remote Associates Test (RAT) was used to measure We expect to find a significant positive correlation century (Weiss et al., 2020). Guilford (1967) proposed that convergent thinking processes (Mednick, 1962). between performance on the RAT and Unusual Uses Test creativity consisted of divergent and convergent thinking. • 12 stimuli sets were presented, varying from easy to (UUT), indicating that the RAT relies on divergent thinking. very hard Traditionally, convergent thinking (critical thinking • Participants were presented with sets of 3 words using logical steps to determine a single solution) is In contrast, we expect non-significant correlations for RAT that can be linked with a fourth word understood to be the performance on tasks where only one and UUT with vocabulary, a convergent thinking measure. • Sample: worm / shelf / end can be related by the solution is correct, whereas divergent thinking word book (creative thinking using strategies that deviate from We expect RAT and UUT to be positively correlated with • Asked participants to provide the related fourth word commonly used strategies) is the performance on tasks openness to experience from the personality inventory. • Responses scored for accuracy where many different solutions are needed (Gabora, 2018, 2019). Unusual Uses Test was used to measure divergent Conclusion Mednick’s (1962) Remote Associates Test (RAT) of thinking processes (Guilford, 1967).
    [Show full text]
  • A Cognition-Based Definition of Creativity and a Proposition
    Linköping University Master Thesis Maria Hedblom A Cognition-Based Definition of Creativity and A Proposition for Approaching Creativity Artificially Supervisor: Examiner: Prof. Kai-Uwe Kühnberger Prof. Arne Jönsson Osnabrück University Linköping University LIU-IDA/KOGVET-A–13/012–SE A thesis submitted in fulfilment of the requirements for the degree of Master of Science in the Cognitive Science Institute IDA, Institute of Computer and Information Science November 2013 Copyright Information The publishers will keep this document online on the Internet or its possible replacement from the date of publication barring exceptional circumstances. The online availability of the document implies permanent permission for anyone to read, to download, or to print out single copies for his/hers own use and to use it unchanged for non-commercial research and educational purpose. Subsequent transfers of copyright cannot revoke this permission. All other uses of the document are conditional upon the consent of the copyright owner. The publisher has taken technical and administrative measures to assure authenticity, security and accessibility. According to intellectual property law the author has the right to be mentioned when his/her work is accessed as described above and to be protected against infringement. For additional information about the Linköping University Electronic Press and its pro- cedures for publication and for assurance of document integrity, please refer to its www home page: http://www.ep.liu.se/. c Maria Hedblom "The secret to creativity is knowing how to hide your sources." Albert Einstein And in this humorous light I am proud to present my master thesis. LINKöPING UNIVERSITY Abstract A Cognition-Based Definition of Creativity and A Proposition for Approaching Creativity Artificially by Maria Hedblom Can a computer truly be creative? This is the philosophical question that defines this thesis.
    [Show full text]
  • Stand up If You Mind! How Does Body Position Affect Creativity and Problem Solving?
    Stand up if you mind! How does body position affect creativity and problem solving? Name: Lindsey van der Lans Studentnumber: s0912344 Supervisor: Guido Band Second reader: Henk van Steenbergen Third reader: Ingrid Renirie en Robert Verheule, LEF future center, Rijkswaterstaat Thesis MSci Applied Cognitive Psychology 1 Table of Contents Preface .................................................................................................................................................... 4 Abstract ................................................................................................................................................... 5 Introduction ............................................................................................................................................ 6 Creativity, problem solving and the environment .............................................................................. 6 Embodied cognition ............................................................................................................................ 7 Arousal ................................................................................................................................................ 9 Materials and Methods ......................................................................................................................... 11 Participants ....................................................................................................................................... 11 Material ............................................................................................................................................
    [Show full text]
  • Personality and Creativity Correlates in Adults with Childhood Imaginary Companions Carolyn Lasch Scripps College
    Claremont Colleges Scholarship @ Claremont Scripps Senior Theses Scripps Student Scholarship 2015 Personality and Creativity Correlates in Adults with Childhood Imaginary Companions Carolyn Lasch Scripps College Recommended Citation Lasch, Carolyn, "Personality and Creativity Correlates in Adults with Childhood Imaginary Companions" (2015). Scripps Senior Theses. Paper 669. http://scholarship.claremont.edu/scripps_theses/669 This Open Access Senior Thesis is brought to you for free and open access by the Scripps Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Scripps Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. Personality and Creativity Correlates in Adults with Childhood Imaginary Companions by Carolyn M. Lasch Submitted to Scripps College in partial fulfillment of the degree of Bachelor of Arts Professor Ma Professor Carlson April 24, 2015 PERSONALTY CORRELATES OF IMAGINARY COMPANIONS 2 Abstract A few studies have demonstrated differences in various personality attributes and creative abilities in children with imaginary companions. This study examined how recalled childhood engagement with an imaginary companion correlates with adult personality and creativity measures. It was hypothesized that creation of childhood imaginary companions would be positively correlated with adult creativity, but that this relationship would be mediated by certain personality attributes such as openness to experiences and extraversion. Other details of the imaginary companion experiences were also investigated. Two hundred and forty-six participants were recruited online to answer questions related to their personality and creativity, as well as any remembered imaginary companion experiences. Results indicated that the presence of a childhood imaginary companion was related to an individual’s openness to experience, but that the roles an imaginary companion played for its creator related to adult personality attributes more.
    [Show full text]
  • Embedding Divergent Thinking Into Project Team Decision Making
    EMBEDDING DIVERGENT THINKING INTO PROJECT TEAM DECISION MAKING A thesis submitted in the fulfilment of the requirements for the degree of Doctor of Philosophy Mark Ross Boyes Master of Business Administration (Executive) with Distinction, RMIT University School of Property, Construction and Project Management College of Design and Social Context RMIT University June 2019 Declaration I certify that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged; and, ethics procedures and guidelines have been followed. I acknowledge the support I have received for my research through the provision of an Australian Government Research Training Program Scholarship. Mark Ross Boyes Date: 14th June 2019 Copyright statement This work is copyright ©Mark Boyes 2019 Apart from use permitted by the Copyright Act of 1968, no part of this work can be reproduced or stored in a document management system (electronic or hardcopy) without the written permission of the author. Permission is granted to RMIT University to store in the Australian Thesis Repository and make it available for the purpose of personal study. Permissions for other purposes can be obtained from: [email protected] Mark BOYES PhD Thesis Page 2 Acknowledgements This work was carried out between 2014 and 2019 at RMIT University in Melbourne Australia, during which time many personal obstacles had to be overcome, including the unexpected passing of my mother in 2016; therefore, this thesis is dedicated to her; Diane Elizabeth Boyes (1942-2016).
    [Show full text]
  • Creativity and Cognitive Skills Among Millennials: Thinking Too Much and Creating Too Little
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Frontiers - Publisher Connector ORIGINAL RESEARCH published: 25 October 2016 doi: 10.3389/fpsyg.2016.01626 Creativity and Cognitive Skills among Millennials: Thinking Too Much and Creating Too Little Brice Corgnet 1, Antonio M. Espín 2, 3* and Roberto Hernán-González 3, 4 1 EMLYON Business School, Univ Lyon, GATE L-SE UMR 5824, Ecully, France, 2 Economics Department, Middlesex University Business School, London, UK, 3 Granada Lab of Behavioral Economics, Universidad de Granada, Granada, Spain, 4 Business School, University of Nottingham, Nottingham, UK Organizations crucially need the creative talent of millennials but are reluctant to hire them because of their supposed lack of diligence. Recent studies have shown that hiring diligent millennials requires selecting those who score high on the Cognitive Reflection Test (CRT) and thus rely on effortful thinking rather than intuition. A central question is to assess whether the push for recruiting diligent millennials using criteria such as cognitive reflection can ultimately hamper the recruitment of creative workers. To answer this question, we study the relationship between millennials’ creativity and their performance on fluid intelligence (Raven) and cognitive reflection (CRT) tests. The good news for recruiters is that we report, in line with previous research, evidence of a positive relationship of fluid intelligence, and to a lesser extent cognitive reflection, with convergent creative thinking. In addition, we observe a positive effect of fluid intelligence on originality Edited by: Nikolaos Georgantzis, and elaboration measures of divergent creative thinking. The bad news for recruiters is University of Reading, UK the inverted U-shape relationship between cognitive reflection and fluency and flexibility Reviewed by: measures of divergent creative thinking.
    [Show full text]